Rick brings up a legitimate point in my mind. A college course, say
physics, is about more than just understanding the physics material; and
naturally or even inevitably a grade is more than an indicator of that
understanding. The course and the grade are also about responsibility,
work habits, ability to follow instructions, etc. I think this is how
it should be and consider to inevitably about this as well. There is no
need to shy away from this fact.
Certainly as a prospective employer, or next level of education,
educator; I realize this and expect it when looking at transcripts;
indeed it is likely that I consider these "intangibles" (or
meta-lessons, the lessons that are beyond the subject matter of the
course) to be about as important as the course material.
Joel R.
|
| ----- Original Message -----
| From: "R. McDermott" <rmcder@gmail.com>
| > Should I take a kid who has a 90+ average on tests and drop
| his grade
| > because he didn't do his homework?
| >
|
| I'll only comment on this--YES. Not because the kid doesn't
| know the physics, but because s(he) has not taken enough
| responsibility, does not
| display sufficient work ethic to do 'what is required.'
| That's a life
| lesson, but one, IMO, that should be part of our instruction.
| I structure my courses, especially my Gen-Ed course, such
| that one can pass the course by doing all the work (with some
| diligence). However, getting an A, A-minus, B-plus requires
| that you pick up some real understanding of the material
| along the way, with a B or B-minus for at least some minimal
| understanding. Now if I were teaching courses for physics
| majors and/or engineers, I would not be quite so generous! ;-)
|
| Rick
|
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